CALL FOR PAPERS: Critical Approaches to Hip-Hop and Religion Group
Critical Approaches to Hip-Hop and Religion Group
Statement of Purpose:
This Group’s purpose is to provide a space for interdisciplinary, sustained, scholarly reflection and intellectual advancements at the intersections of religion and hip-hop culture. We believe the Group will assist religious and theological studies to take more seriously hip-hop culture — while expanding the conversation of hip-hop culture beyond a thin analysis of rap music. To these ends, this Group is marked by an effort to offer critical reflection on the multiplicity of the cultural practices of hip-hop culture. We also see something of value in advancing the field of religious studies through attention to how hip-hop might inform these various disciplines and methods. Understood in this way, scholarly attention to hip-hop will not transform it into a passive object of the scholar’s gaze — rather, through our attention to hip-hop, it also speaks back to the work of the AAR, offering tools by which to advance theory and method in the field.
Call for Papers:
From “Keepin’ It Real to Keepin’ it Right”: Hip-Hop, Representation, and Epistemology
We encourage submissions that explore the generational and geographic impact on hip-hop epistemologies, knowledge formations, and interpretations of such formations. Old school/new school (for one example, see: http://www.youtube.com/watch?v=0rVup66StNo), East Coast/West Coast (for another, see: http://www.youtube.com/watch?v=rvL44DxNjp), conscious/gangsta, mainstream/underground, even male/female—are but a few among a wide variety of dichotomous classifications that attempt to order and make sense of hip-hop historiography, products, output, cultural divides, conversion narratives, meaning-making and recurring social ills (e.g., homophobia, misogyny, patriarchy, among other domains). This year, we invite papers that engage various hip-hop epistemologies with attention to their construction through metaphoric and material “shout outs” to space, time, and other taxonomies. What impact do classifications like “East Coast/West Coast” “god/slave” “real/fake” or “sacred/profane” have on the epistemological and hermeneutic parameters and possibilities of what and how hip-hop and religion is studied? How do universalizing, homogenous narratives about “hip-hop” emerge from local, specific cultural products grounded within a specific space and a time? And how are scholars and artists—whether through representing one’s city, country, university, affinity, discipline or methodology—impacted by the weight of time and space shaping what we know about Hip Hop(s) and the academic engagement with it? These are but some of the questions we seek to address as we engage hip-hop epistemologies.
We also seek submissions exploring indigenous hip-hops and the manner in which questions of affinity, appropriation, and/or appreciation become troped and understood in the ensuing cultural battle for/over identity, authenticity, etc. (for a possible cosponsored papers session with the Indigenous Religious Traditions Group).
We also plan to cosponsor a prearranged session with the Religion and Popular Culture Group.
Proposer names are visible to chairs but anonymous to steering committee members
The SchomburgCenter for Research in Black Culture seeks to hire a part-time Curriculum Writer for a two-year grant-funded position. The Curriculum Writer will report to Deirdre Hollman, Director of Public Education.
General Description: Over two years, the Curriculum Writer will work with the Schomburg Center’s Education Department and lead consultants to develop a Hip-Hop History Curriculum aimed at increasing historical literacy among high school-aged youth.
Ensure the pedagogy, themes, and activities of the Hip-Hop History Curriculum are aligned with state and Common Core Learning Standards (CCLS) and within the developmental scope of the target student audience.
Collate and codify the team’s curriculum content (research, resources, activities/lessons, and ideas) into one unified and professional curriculum document.
Include pedagogy, principles, goals/outcomes, standards, instructional methods, guides for differentiation, and rubrics for assessment in curriculum document.
If needed, adapt curriculum content and formatting for web-platforms.
Deliver accurate, high-quality documentation within a specified timeline.
Work collaboratively with the project team, under the supervision of the Director of Education.
Participate in all curriculum training and evaluation activities throughout the grant period.